Intro - Dean V from Regina Saskatchewan Canada. High School Math Teacher and proud @goformative certified educator. Excited about this #formativechat and the #FormativeSummit later this week
Hey Tracy, welcome :) It's been great connecting with you recently and we really appreciate your ongoing support with #FormativeSummit! Can't believe we are only a couple days away! #formativechat
A1) I always took it to heart. My students learning has, and always will be very personal to me. I can remember when it would keep me up at night. #formativechat
A1: Immediately I start thinking and evaluating why. I can’t help feeling like I let them down and emotionally feel obligated to right the wrong regardless of who’s ‘fault’ it might be. #formativechat
A1 #formativechat I think formative data about students helps me also to reflect. If I see that learning didn't occur, I have the responsibility to reteach. I have to model growth mindset and recovery from a bad lesson.
I take it personally!! My school is very data driven, and it's hard to let it not affect my confidence in my teaching. I'm trying to practice more of a growth mindset to see it as an opportunity to better my students and myself. #formativechat
A1 I question myself, reflect on the methods that I used, I look at the data and try to see trends and also get a clear idea of each Ss results, then think before coming up with a plan of action #formativechat
A1 - I always wonder what I can do better for Ss. This sometimes comes with frustration, especially when I feel like the experience was epic. But it's not about me; it's about them. #formativechat
A1) initially depressing, but it forces me to examine if my method was ineffective or if there was some other complexity that prevented student understanding. But it does mean I can try something new. The key is to fail quickly. #formativechat
A1) When the formative data shows that students didn't learn, I always look to myself and feel that I have failed my students and wonder what I can do to help them succeed #diverselearners#formativechat
A1: "Oh geez. Time to go back to the drawing board." It's moments like these where I am thankful for this feedback because it highlights our weak areas in instruction. It is an open door to regroup, refocus, and reteach. #formativechat
A1 First I wonder if it is an acquisition issue or was the assessment not accurate. What did I ask students to do? How did they interact with the material? #formativechat
I'm a 4th grade teacher from Syracuse, NY! Currently working in a small group classroom with Level 1 students. It's a great experience for me using formative data with my group because it's so easy to tailor my teaching to their individual needs with 8 kids! #formativechat
A1: It's heartbreaking and I take it hard. It's my program and my job to support staff as an instructional leader. If the students don't show growth, it comes back to me. #formativechat
A1 With the different tools avail, getting data is quick and clear, I can see where Ss need some additional support and it always pushes me to reflect on my methods and to make time to work with each S #formativechat
A1- Use it as a reflection. Look at the common misconceptions and use that information for the lesson tomorrow! Group ss by common mistakes to review how to correct their mistakes. #formativechat
A1: Was the assessment the right kind for Ss to demonstrate their learning? Perhaps learning has occurred, but the assessment is measuring the wrong things in the wrong way. Interrogate the assessment first. #formativechat
#formativechat A1: What can I do differently? Then I start working through the possible school functions that could've interrupted the lesson(s), then I think about the learners and how can I facilitate them accessing the information
A1 As I typed my previous response to this it suddenly occurred to me that this also what some students may feel when they get less than great feedback. Guilt. Disappointment. Worry. So I need to reframe this for myself. The same way I do for students. #formativechat
A1 - I do lots of reflection each day on lessons that are taught. Much of it depends on the student or what student feedback was given. It’s easy to look at yourself, and while that may sometimes be true, other factors can also contribute. #formativechat
Yes, yes, yes!!! You are more than a number. It takes time for us to grow in our effectiveness and even then we have to continue to grow because of kids will not be the same. We do not want to have the lowest scores. I remember that vividly. #formativechat
I take it personally!! My school is very data driven, and it's hard to let it not affect my confidence in my teaching. I'm trying to practice more of a growth mindset to see it as an opportunity to better my students and myself. #formativechat
A1: Thoughts are what we can do differently to support Ss. Feelings can be anxious about what was wrong with how the content was presented. Emotions are changing from negative to positive - use the data in a positive way. #formativechat
#formativechat A1 cont'd: I am NOT tied to time-lines and content coverage, I am after understanding and learning, if I need to move things around, I move things around
A1) I have seen the blame placed on students and parents. I realized at this moment that it is my job to make the connection between what I taught, and what my students learn. #formativechat
A1: It is disappointing when formative data shows students did not learn. My initial thoughts are that I need to re-teach in some form. My thoughts are that I need to make a change in order for my students to be successful. #formativechat#diverselearners
A1: When I see formative data that indicates my students did not learn, I ask myself, "What could have been better?" "What can I do now?" #formativechat#diverselearners#csudh
A1) When I look at the formative data my initial thoughts are that I need to go back over to see which areas need the most improvement. #formativechat#diverselearners
A1 - First of all happy to have the data.Celebrate all attempts at learning.Excited about the learning opportunities.Curious on what parts were missing.Reflective on what steps to take next.Ready to start some discussions. Relieved to make part of process not end. #formativechat
A1 The blame game starts...it was the schedule, the kids lack of basics, too many incentive days, blah blah... everything except my own personal teaching style 🤦🏼♂️💁🏾♂️ #formativechat
Noticing a trend in A1, we always look to ourself first and think through the why, what could we have done differently and better, powerful reflections! #formativechat
A1 When your formatives show lack of comprehension of concepts, educators must be resilient and remediate the material in a new way. I find the students who did score well are great assets to reteaching when looking for a new approach. #formativechat
Agreed. I felt a similar way and at points it made it difficult for me to figure out how I should proceed and how I could help my students proceed. #formativechat
A1- Use it as a reflection. Look at the common misconceptions and use that information for the lesson tomorrow! Group ss by common mistakes to review how to correct their mistakes. #formativechat
A1 Initially disappointment, followed by where did they go wrong and how am I getting to reteach the missing parts so students do get it #formativechat
A1: I feel it is important to share the data with Ss and ask them. What worked? What didn't work? Why? What suggestions do you have? Involve them in assessment. #formativechat
It isn’t always you. Maybe a weak curriculum, text, or environment (test focus) in the school. Occasionally you learn the test isn’t measuring what you want. Also admit quickly if it is a choice you made. Students benefit seeing failure corrected positively. #formativechat
A2: There’s a lot of pressure on students & teachers in data. As the teacher, I’d look for where I can improve & what my students’ strengths/weaknesses are in the given criteria. What can I do to help them succeed? Despite the data, what ARE they learning? #formativechat
A1) I feel that is a poor way to phrase the outcome. The students grew as individuals and formative data may not speak to personal or emotional growth #formativechat#diverselearners
Lisa Scumpieru, Digital Integration Specialist, from Hagerstown, Md. #formativechat
Sorry, I’m late. I’m in Reston, VA at the @AppleEDU Academy this week soaking up the knowledge! #ForTheLoveOfLearning
A1: It is disappointing when formative data shows students did not learn. My initial thoughts are that I need to re-teach in some form. I also know I need to make a change in order for my students to be successful. #formativechat#diverselearners
Alicia, sometimes we forget it is more about the student experience not just the end result of our an epic experience. I remember those days. #formativechat
A1 - I always wonder what I can do better for Ss. This sometimes comes with frustration, especially when I feel like the experience was epic. But it's not about me; it's about them. #formativechat
The first thought that comes to mind is what do I need to add or to my lesson to improve my students grasp on knowledge. I feel like I have failed my students since they were not able to make the connection with the lesson and start reflecting on the lesson.
#formativechat
A1: If I look at a formative assessment and its data and realize Ss did not learn, I don’t get upset. I will ask those who struggled to try again without any fear of failure or half points. It’s the learning that matters, not doing it once and forgetting it. #formativechat
A1: There’s a lot of pressure on students & teachers in data. As the teacher, I’d look for where I can improve & what my students’ strengths/weaknesses are in the given criteria. What can I do to help them succeed? Despite the data, what ARE they learning? #formativechat
A1. I would reflect upon my teaching to see what I can do to improve. Should I do more flexible groupings or provide some other form of differentiation. I would also adjust my instructional pace based on my formative assessments #formativechat
I'm having my first experience with this this year.... I've been sped certified, but I am working with all level 1 students, and going through the RTI process with two. So difficult to see slow progress, but so great when it finally happens! #formativechat
They are just as hard on themselves as we are. Important to consider this when we give feedback to Ss. The style, timing, tone, and even how they will perceive the feedback all matter. #formativechat
Data is not the only measurement of learning. Emotional intelligence an important factor when we determine whether or not Ss have learned. #formativechat
A1 The data results are important to reflect and analyze. They should be used to determine next steps and to fix any issues that came up. Can’t forget having conversations with the Ss. Their input is very important. #formativechat
A1. If students DID NOT learn, it means the lesson was not effective in engaging students enough for learning to happen. It is unfortunate for students to spend time in a classroom to have walked away without any growth.
#formativechat
Q2) Now that we have acknowledged and addressed our feelings, thoughts, emotions, and fears when reviewing formative data…how can we learn to ensure that our students learn? #formativechat
A1: Discouraged at first because all the S’s hard work didn’t yield results, but then I reflect on the ways that S grew/learned that weren’t measured by the assessment (which is encouraging) before plunging myself into how we can adjust learning for S success. #FormativeChat
A1: There’s a lot of pressure on students & teachers in data. As the teacher, I’d look for where I can improve & what my students’ strengths/weaknesses are in the given criteria. What can I do to help them succeed? Despite the data, what ARE they learning? #formativechat
Also seeing a trend in thinking we erred, then looking at the assessment and using this to drive our next steps, how can we change our practice to help Ss #formativechat
A1 When your formatives show lack of comprehension of concepts, educators must be resilient and remediate the material in a new way. I find the students who did score well are great assets to reteaching when looking for a new approach. #formativechat
Hello #formativechat! Noel, ELA teacher from NC here.
A1: I know that this is the time to question the children about the activity. Where was the breakdown? What could better help you? I also reassess my approach,
A1: it’s always a struggle when students are not successful on assessments and it makes me a acknowledge that we need to work on the material #formativechat
A2) We must become vulnerable enough to admit that there is a skill that we do not have or that we need to learn. Relying on the strengths of others makes us stronger. #PLNStrong#BetterTogether#FormativeChat
It's important to think about test taking as a whole, as well.. If a student struggles with test anxiety, they aren't going to show their progress until that weakness is addressed first! #formativechat
This is awesome, Dean! It's great to hear that you are excited about the data you are getting and the opportunity to improve student learning. #formativechat#eduhero
A1: I try to stay positive but frustration can creep in at times! Sometimes collaborating with your team or another educator can offer alternative ideas! 👍🏻 #formativechat
A2: Every situation is different but each one is a piece to the puzzle. As we continue to formatively assess and use it to guide our teaching. The puzzle gets a little more complete. #formativechat
Q2) Now that we have acknowledged and addressed our feelings, thoughts, emotions, and fears when reviewing formative data…how can we learn to ensure that our students learn? #formativechat
A2 Look to your team, instructional coaches, admin for support. It's okay to admit you didn't teach a concept in the best way, as long as you are open to teaching it in a different way! #formativechat
Sometimes I’ve set up huge interactive activities and then realized I overlooked little things like, hey they don’t know left from right to follow this game, so I change it up on the fly to address those issues too. Everything keeps evolving #formativechat
A2: We can insure that Ss learn by developing relationships so that Ss know a growth mindset is valued in the classroom. This helps students fail and then pick themselves up and try again because Ss know that learning is continuous and not final in that classroom. #formativechat
A2: This is when we seek trends and connect with our #PLN and PLC to determine how we can reteach and/or spiral the content into future experiences. #formativechat
A2) Make sure to embed #Learning into the #PLC process. PLCs are more than just looking at data. PLCs require adult learning to ensure student learning. #RickDuFour#FormativeChat
A2 We need to talk with our Ss, find out how they are practicing the material, what tools we use that are helpful, and then work with our new knowledge to re-assess what we are doing #formativechat
A3) We can share ideas and explain our experiences with supporting our students. This might help other teachers better support their students. #formativechat
a2 #formativechat To ensure students learn, we must be willing to reteach and formatively check again. At the secondary level we need to realize that skill needs to come over content and just "getting through the material". It's about skill over information
A2) We can ensure that our students learn by making sure to alway check for understanding and re-teach when appropriate! All students and we may need to approach a subject from different directions #formativechat#diverselearners
Q2) Now that we have acknowledged and addressed our feelings, thoughts, emotions, and fears when reviewing formative data…how can we learn to ensure that our students learn? #formativechat
A2 more opportunities to try again. Even if you thought this was the end. This exact situation happened after school for me. I’ve made 3 groups for tomorrow to address the main trends I saw in the data today. #formativechat
Q2) Now that we have acknowledged and addressed our feelings, thoughts, emotions, and fears when reviewing formative data…how can we learn to ensure that our students learn? #formativechat
A2 - First we must get to know our students. What styles most help them to grasp content. How do they stay passionate about learning? Assess frequently, but without grades as a guide. Finally, provide and get feedback that constructive to the lesson. #formativechat
A1. I feel disappointed but try to not take it personally. My job as a teacher is to teach until 80% of my scholars understand. For the other 20%, I have to reteach and differentiate until they understand it. #formativechat#diverselearners
#formativechat I usually try not to just simply re-do a lesson, this is when I pull from the toolbox..maybe a worksheet instead of lab, mabe lab instead of worksheet, maybe youtube video? kahn academy vid? maybe a demo or maybe board notes
A1. If students DID NOT learn, it means the lesson was not effective in engaging students enough for learning to happen. It is unfortunate for students to spend time in a classroom to have walked away without any new knowledge or growth.
#formativechat#diverselearners
A2 We need to talk with our Ss, find out how they are practicing the material, what tools we use that are helpful, and then work with our new knowledge to re-assess what we are doing #formativechat
A2: we can differentiate our instruction, execute small group lessons, and monitor progress by checking for understanding and re-teaching if necessary. #diverselearners#formativechat
Q2) Now that we have acknowledged and addressed our feelings, thoughts, emotions, and fears when reviewing formative data…how can we learn to ensure that our students learn? #formativechat
A2 Always check for understanding on a daily basis. When you check for understanding ensure you can check all students. I love the no refusal strategy. #formativechat
A2: I must make sure to tap into my student’s funds of knowledge and see what way I can differentiate were student can use the tools they already possess. #FormativeChat
Q2) Now that we have acknowledged and addressed our feelings, thoughts, emotions, and fears when reviewing formative data…how can we learn to ensure that our students learn? #formativechat
A2: I think @bbray27 said it best, "Involve them in the assessment process." Maybe it is not us that is the roadblock; perhaps it is something external that is causing them not to find success. Maybe there are other formats for them to demonstrate understanding. #formativechat
Q2) Now that we have acknowledged and addressed our feelings, thoughts, emotions, and fears when reviewing formative data…how can we learn to ensure that our students learn? #formativechat
A2: Usually just taking a look at what I did and revamping... have one of my higher level students get up and explain it in a different way, ask the Ss! They always seem to know how to give back in ways that help me be better. And never dwell. Move on. Adapt! #formativechat
Q2) It's easy to simply blame it on the students not listening or not wanting to learn. We have to be honest with ourselves when things don't go well. #formativechat
A2 CPT and data driven plans. We need not to kick a dead horse but we can readdress skills that the kiddos are having a tough time with. #formativechat
Q2: Reteach, reteach, reteach! Not giving up on them, finding new ways to teach the skill, finding new ways to explain or communicate what you're teaching. Use manipulatives, visual aids, teach in EVERY WAY possible! #formativechat
A2 knowing your standards and the progressions of understanding is key. Scaffold your goals to help ss make incremental gains. This makes achieving large goals seem more manageable and helps you better target your interventions #formativechat
A2: We should be regularly assessing, observing, and adjusting throughout a lesson. We need to provide multiple means to present info and for them to show they mastered it. #formativechat
A1: I drown out the rest of the noise and focus. I begin by asking myself questions such as “What trends can I identify?” “Is my data reliable and valid?” Then, I begin looking inward to find areas where I can strengthen teaching and learning. #formativechat
A2: Ask the students. Let them articulate their learning journey via metacognitive practices. What have they learned and what can I change to make that happen more often?#formativechat
#formativechat A2: if the Ss aren't learning use different inst. strats. maybe direct instruction instead of student centered, maybe station model instead of direct instruction. lots and lots of choices out there
A2) it is important to have a reflective practice as a teacher. Keeping a log, or tracking lesson and strategy success over time, can inform teaching and help ensure we are adapting to support our students #formativechat#diverselearners
A3) Collaboration! We need to make sure that we are working with other educators and gain knowledge through sharing ideas #formativechat#diverselearners
So important to build those scaffolds in when needed. This allows for tiered learning that progressively gets better with time, practice, and a growth mindset. #formativechat
Q2) Now that we have acknowledged and addressed our feelings, thoughts, emotions, and fears when reviewing formative data…how can we learn to ensure that our students learn? #formativechat
A2: I can ensure my students learning by creating extensions, retracing, creating fun alternatives and options to differentiate, and have a chat with them! Sometimes there are other issues outside of the classroom #formativechat
A2 This is where having an awesome team or PLN comes in...sometimes we need to see pedagogy and styles through another lens...a really important value of a school is how to learn from each other #formativechat
A2: Take time to reflect on the process and why some Ss got it and others fell behind. Do you know your students and how they learn best? Can they support each other? #whatif they were involved in designing the assessment and analyzing data with you? #formativechat
A2: If we continue to analyze our assessments, lessons and data while we listen to our students express their opinions, we will ensure that they are learning. We also have to be committed to professional development and research. #formativechat
A2: we can differentiate our instruction, execute small group lessons, and monitor progress by checking for understanding and re-teaching if necessary. #diverselearners#formativechat
Q2) Now that we have acknowledged and addressed our feelings, thoughts, emotions, and fears when reviewing formative data…how can we learn to ensure that our students learn? #formativechat
A2 This is where having an awesome team or PLN comes in...sometimes we need to see pedagogy and styles through another lens...a really important value of a school is how to learn from each other #formativechat
#formativechat@Dsoares_MiddHS so true because until students really dissect the rout of the issue, they're more concerned with grade than learning. We need to flip that mindset
A2: Use the data to set goals and provide additional support for academic strands that show a need for a different approach to instruction #FormativeChat
A1) I usually feel motivated to get better. And so do my writers. Creating and sustaining a growth mindset in the classroom—combined with a data-wise approach to formative assessment—motivates us to improve. #formativechat
A1 - Initial disappointment, but it depends on the individual student. Many times I will if know they have outside influences affecting their assessment.
#formativechat
A2: Not be afraid or embarrassed that maybe we didn’t cover it right the first time! Realize that as we expect our student to learn through mistakes or misunderstandings, we as educators do the same! #formativechat
Q2) Now that we have acknowledged and addressed our feelings, thoughts, emotions, and fears when reviewing formative data…how can we learn to ensure that our students learn? #formativechat
A2) Emily, I like the idea of reflecting through journals and having verbal chats with students. Some students can explain it better than they can write it.
#formativechat
A2: T’s shouldn’t be the only ones providing feedback. Include S’s in the assessment process. Perhaps they were able to successfully answer the question if framed a different way. #formativechat
A2: we can differentiate our instruction, execute small group lessons, and monitor progress by checking for understanding and re-teaching if necessary. #diverselearners#formativechat
Q2) Now that we have acknowledged and addressed our feelings, thoughts, emotions, and fears when reviewing formative data…how can we learn to ensure that our students learn? #formativechat
A3: Continued collaboration and sharing of experiential knowledge. Hearing stories of success and failure from others helps us to be proactive instead of having to always be reactive.#formativechat
Perhaps we can take heart in the knowledge that learning can occur far after the course concludes. We may not see the result in our classroom, but that doesn’t mean the Ss will not eventually master the learning objectives. #formativechat
A3: Positive change is contagious just like negative attitudes in a school. Our attitude along with sharing resources to guide them to their goals brings everyone higher. #formativechat
A2: Teachers cannot meet each student by reading out of a book, giving the same test, and expecting different results. Ts need time, resources, and support to help redesign learning strategies and the environment to meet the needs of each student. #formativechat
A2. As the teacher/facilitator, we need to set clear and achievable objectives. Having student's expectations posted and known to them allow students to gauge their pace and progress in class activities and assignments.
#formativechat#diverselearners
A2 - Building positive relationships with the Ss and looking at data as a starting point for a conversation. Promote #growthmindset Celebrate the attempt and try to find a point to grow upon.Give more attempts in learning. More than one way to show understanding #formativechat
Q2) Now that we have acknowledged and addressed our feelings, thoughts, emotions, and fears when reviewing formative data…how can we learn to ensure that our students learn? #formativechat
relationships, though..... I've had students do better in a month with me than their entire elementary career! Simply showing them you care and believe makes all the difference in their learning. #formativechat
A2: We can assess the students within the lesson by asking them questions and or check for understanding.
A3: We can empower other educators by introducing them to new resources they might not be aware of. Grade level planning can help as well.
#formativechat#diverselearners
A3: providing proper training for teachers, sufficient resources, and by encouraging teachers to incorporate teaching strategies that enforce collaboration, critical thinking, and communication. #diverselearners#formativechat
A2. By revisiting the reason why we became educators in the first place. We want all students to reach their potential on all learning objectives we are responsible for. This ultimately prepares them to be productive contributing citizens. #formativechat
A3) we need to maintain high standards for our students and need to keep our peers accountable and ask them to keep us accountable when we drift away from high standards #formativechat#diverselearners
A3: I believe all Ts want their Ss to learn at high levels regardless. It’s more of meeting the Ss at a level where they feel empowered and challenged, but also understood and supported. #formativechat
A3 Have a high powered engaged CLT. It’s always good to have colleagues who innovate and challenge you to be better. That’s why I love my #PLN I learn so much from y’all ! #formativechat
A2: T’s shouldn’t be the only ones providing feedback. Include S’s in the assessment process. Perhaps they were able to successfully answer the question if framed a different way. #formativechat
A2 Many students need to approach learning from a variety view points. Teaching new skills in a variety of ways ensures extra practice and a variety of approaches #formativechat
Q2) Now that we have acknowledged and addressed our feelings, thoughts, emotions, and fears when reviewing formative data…how can we learn to ensure that our students learn? #formativechat
A3 - Encourage them to join a PLN. I still find that so many Teachers & Administrators will not dive into social media. Twitter is great, I never thought I'd love it more than other platforms. #formativechat
A3: By engaging in consistently open and honest dialogue. No finger pointing, no judgement. Create a space where everyone contributes towards the celebration of student learning. #formativechat
Yes! Use standards-based learning to de-mystify the the path towards learning goals. There might be progress that goes unnoticed without looking at it thru a diff. lens.
#formativechat
A2 knowing your standards and the progressions of understanding is key. Scaffold your goals to help ss make incremental gains. This makes achieving large goals seem more manageable and helps you better target your interventions #formativechat
A3: I learn so much from my #PLN and in Twitter chats like #formativechat and #rethink_learning. I learn by taking risks, trying something new, and learning from you. Then we can model that for Ss so they can help each other to learn at high levels. #formativechat
A2; Let's accept that formative is well, formative. Understand that we will need to reteach in a different way, talk things through look at the data again. #powerofyet#formativechat
Hi! Sorry I’m late. I don’t understand how the 1 year old outlasts the 6 year old and the 4 year old. And the 4 year old had a nap... then again, she does paint with banana on the window... 😬 anywho, I’m kristen from PA. I teach 6th grade physical science #formativechat
A3) Collaboration! We need to make sure that we are working with other educators and gain knowledge through sharing ideas #formativechat#diverselearners
What more can I say??? @Rdene915 has dropped the #mic 🎙 🎙 🎙 Tonight we are learning together via #Twitter and my hope is that this #formativechat causes reflection and helps us reflect and enhance our practice.
A3 being authentic. Sharing when things don’t go well as much as when they do. Reading everyone’s feelings tonight was very timely and comforting for me. There’s power in knowing you aren’t the only one feeling a certain way. #formativechat
A2. We can start by reflecting on what worked/needs improvement and commit to creating new lessons that are culturally responsive so that we’re supporting their cognitive development.
#formativechat#diverselearners
Q2) Now that we have acknowledged and addressed our feelings, thoughts, emotions, and fears when reviewing formative data…how can we learn to ensure that our students learn? #formativechat
A3: This summer I led live Twitter chats where I helped those who were new to chats in person while they participated in their first chat. I also encourage reading and implementing of PD books via #DBCBookBlogs and #DBC50Summer. #formativechat
A3) The goal of ensuring that all students learn at high levels by having a Universal Design for Learning that will help with differentiating instruction and creating an equitable quality in our classrooms. #formativechat#diverselearners#studentswithexceptionalities
A3: Perhaps explore the inclusivity of the assessment practice. How many Ss see themselves in instructional material or can identity with the assessment as a reflection of their race, gender identity, or socio-economic status? Are we meeting all Ss where they are? #formativechat
A3 Go observe in other teacher's rooms, and invite them into yours! When your door is wide open, it might encourage others to do the same. With that vulnerability of having someone in your room, you will hopefully build the trust for being vulnerable with data. #formativechat
A3: Continued collaboration and sharing of experiential knowledge. Hearing stories of success and failure from others helps us to be proactive instead of having to always be reactive.#formativechat
Science teacher here so this is predictable: let the data speak! TESTIFY. We all have stories of "impossible" learning goals being not only reached but surpassed by our Ss! Listen with compassion to other Ts and testify with confidence
#formativechat#DiverseLearners#CSUDH
Okay #formativechat friends - gotta head out a few min early to be sure everything is all set for #LearnLAP! Join me in 5 minutes! Looking forward to continuing the learning tonight!
A3. By explaining to them that each of us are on earth to make a difference. Our jobs as educators is to help our Ss discover how they will make a difference. Who knows, the dr. Who cures cancer may be sitting in your class! #formativechat
A1: I always go back to instruction and review. I look for similarities between ss. Is it one concept? How can I reinforce those concepts more or differently. #formativechat
A3: #formativechat Collaborate. Be open to hearing suggestions and don't be afraid to give them. No matter how long you've been teaching, keep learning!
A3: I recently completed my first presentation at a conference and it was exciting to share the things that work in my classroom and to be able to make connections with other educators to improve my own teaching #formativechat
A3 This question gets asked in many ways, but my answer is usually the same. It is our job to advertise what we are doing in our room. Others will follow what we are doing by our example. #formativechat
A3: PLCs that allow teachers to work together to a collaborative goal! We may assess differently but the goal is the same! Share positives that your teammates are doing! Sometimes “you’re doing a great job” goes a long long way!! #formativechat
A3: Positive change is contagious just like negative attitudes in a school. Our attitude along with sharing resources to guide them to their goals brings everyone higher. #formativechat
Had one of our cast members open up today about some external stressors in his life making him feel like he was trapped. Had no idea that he was struggling. Need to follow up again tomorrow. #formativechat
A2 - Diversify, IEP's for all. Utilize technologies to encourage growth among all. Educate yourself on how to do this successfully, and don't be afraid to try. #formativechat
A3: Share what went well, whay you lerned about what did not work well. Make yourself vulnerable to elarning too, and ASK. Your students may not have gotten it, their did, what did they do differently? #formativechat
A3) Create a collaborative environment with other teacher that you share students with. Coming together as a department and discuss goal setting.
#formativechat#diverselearners#CSUDH
A3 Be able to adjust to positive reinforcements from our peers and students...it's funny that Ss don't know they aren't learning ata a high level...that's why we can continually adjust how we teach #teachbetter#formativechat
YES! So important to share our struggles, being vulnerable, and if we don't share our stories, it can feel isolating, and it shouldn't be #formativechat
A2: Teachers cannot meet each student by reading out of a book, giving the same test, and expecting different results. Ts need time, resources, and support to help redesign learning strategies and the environment to meet the needs of each student. #formativechat
A1 What could i do differently? What misconceptions are the students having that I haven’t experienced before? How do I reach those who haven’t grasped it yet? #FormativeChat
A3: We need to move from the term "Professional Development" to "Professional Learning" & make it personal. Teachers are learners, too and learn in different ways. Build mentoring & coaching programs for Ts & consider co-teaching so there are 2 adults in the room. #formativechat
A2: By finding ss strengths and teaching to and assessing in those strengths. By providing multiple exposures in multiple ways. Explicitly tell ss what they need to be able to do and learn. Refer to it often. #formativechat
A3 this starts with building a culture of high self efficacy w/in your school. Create PNLs to examine ss work and see what the true strengths and weakness are across the grade. Sometimes having a wider lens makes it easy to see the whole picture. #formativechat
#formativechat A3: engaging with T leads to change the culture of inst methods; ensure learning happens through varied assessment types, not just summative assessments, catch the good inst Ts in the building
We can get there if we focus on the process as well as the product. The learning experience includes everyone who impacts the lives of our students. #FormativeChat
I agree. It is important to let go of some control, ask Ss what they believe they need and how you can help them. And listen carefully to what they tell us! #formativechat
So true, in this short 30 minutes, how many connections we have made, see that others have similar struggles and we have new ideas and feel more positive! #formativechat
A2. We can ensure that our students learn by providing more scaffolding, small group instruction, incorporating technology, and trying to conference with each student during the lesson and reteaching. #formativechat#diverselearners
A2: it requires us to go back to where the misconception or error lies-maybe the student is missing a step in the scaffolding. #meetkidswheretheyare#FormativeChat
Q2) Now that we have acknowledged and addressed our feelings, thoughts, emotions, and fears when reviewing formative data…how can we learn to ensure that our students learn? #formativechat
relationships, though..... I've had students do better in a month with me than their entire elementary career! Simply showing them you care and believe makes all the difference in their learning. #formativechat
A3 Go observe in other teacher's rooms, and invite them into yours! When your door is wide open, it might encourage others to do the same. With that vulnerability of having someone in your room, you will hopefully build the trust for being vulnerable with data. #formativechat
A3: By always always sticking up for ss when others say, “these kids just can’t do it.” Gently offer ideas how to get them to be successful. Never ignore a moment to build a ss up when others complain. #formativechat
A3 - Be positive and lead by example. Be open and willing to have conversations about what assessment is. Be lead learners and ask questions.Have Ss embrace the learning process and ask all their Ts about how learning looks for all Ss. #formativechat
Thanks, Barbara! On a related note, we love how people often invite student teachers to join our chat! It's a fun format for professional learning :) #formativechat
A3: Break down the wall of their classrooms and connect them to the educational community on Twitter. So many amazing voices speaking words of life back into tired and poured out teachers. #formativechat
A3 Be able to adjust to positive reinforcements from our peers and students...it's funny that Ss don't know they aren't learning ata a high level...that's why we can continually adjust how we teach #teachbetter#formativechat
A3: Just like we speak about giving students voice and choice, give it to the teachers as well. Let them pursue learning within their passion and they will ignite a fire when they bring it to the classroom. #formativechat
A3 Many of my students are in support for part of the day and in their classes for the remaining periods of the day. Collaboration between all teachers would be beneficial to students & Staff #formativechat
Thank you @Rdene915 and @D4Griffin3 for a great chat! My big takeaway tonight is collaboration, prof dev, and knowing your students can greatly impact FA! #formativechat
LOVE THIS. Owning your mistakes, fixing them, and using them to grow will show your students what you expect! Practicing what we preach! #formativechat
A3: We need to move from the term "Professional Development" to "Professional Learning" & make it personal. Teachers are learners, too and learn in different ways. Build mentoring & coaching programs for Ts & consider co-teaching so there are 2 adults in the room. #formativechat
A3) By sharing our stories of celebrations and concerns with each other. And by engaging in a book talk on Newkirk’s newest work on crafting your own narrative of success: #formativechat
A3 I try to be transparent with my Ss and fellow teachers, I don’t know it all but it’s my job to figure out where I went wrong and what the Ss don’t get. We can encourage each other to reflect & share ideas that will help Ss to learn better #formativechat
TY again for letting our #CSUDH teacher candidates participate tonight! Our wifi was acting out a bit in the classroom, so some of us struggled to join in the conversation (myself included). Looking forward to reading responses 2night! #formativechat
Shout-out to @D4Griffin3 for guest hosting #formativechat tonight! We really enjoyed every minute of collaborating with him to put it together!
He created some powerful Q's and did an awesome job moderating!
#formativechat
A3 Go observe in other teacher's rooms, and invite them into yours! When your door is wide open, it might encourage others to do the same. With that vulnerability of having someone in your room, you will hopefully build the trust for being vulnerable with data. #formativechat
A3: #collabortiveplanning#PLC help ensure that all students learn at higher levels. When we challenge ourselves as educators and show students that learning is important we allow students to grow from their failures. #FormativeChat
Sorry I missed the chat tonight. Trying to work out some details for basketball practice tomorrow. Construction + Conferences means space is a premium. HA! #formativechat
A1 - I look in the mirror. What could I do better? Did I do enough? Was the assessment truly assessing what I wanted it to assess? Did I teach what I was trying to assess? Just a few of the Qs that go through my head. #formativechat
A3: We need to move from the term "Professional Development" to "Professional Learning" & make it personal. Teachers are learners, too and learn in different ways. Build mentoring & coaching programs for Ts & consider co-teaching so there are 2 adults in the room. #formativechat
Agree 100% We (Ss AND Ts) "can learn anywhere, any time." I believe this statement with my full being and would add "anything, given enough time." #formativechat
A1. When I look at formative data, and perhaps it is not what I expected, but I know the kids have learned, I wonder what I could have done to better prepare them. #formativechat
A2. I care more about their learning and mastery of the content. If I can assure that, which is life long, I will then start guiding them through the test taking apparatus. #formativechat
A2-Don't wait to do "formal" assmnts to find out. Small, quick, informal FAs will give rapid answers to this Q. Exit Tix, @GetKahoot , @quizizz , @goformative , Google Forms are just a few exmaples. But do not underestimate the power of a simple Q face-to-face. #formativechat
I wonder if my assessment was poorly designed as well. Sometimes I think that Ss don’t understand assessment intentions if they aren’t authentic. #formativechat
A3-Encourage more colleagues in our schools to be involved in conversations like this one regularly, not just on "PD Days" or once in a while. Even host your own chat for your sch and invite others not @ your sch to join. Get outside of our box! #formativechat
A3. I think this really comes back to building and working on those relationships. And their "Why." Giving them the power back with support allows our colleagues to empower themselves! #formativechat
